Genius Hour in French Immersion: An updated reflection

       A few years ago, I wanted to implement Genius Hour (aka. Passion Projects) in my room but things kept falling flat - see my post here. I found it difficult for students to research because they lacked the research skills, there were very few books and websites in French, and my student’s reading levels did not match the ones that did exist. Kids were having fun through play, but I felt something was lacking. I have continued to tweak how I approach Passion Projects with each new class. Here is my current process.

My Genius Hour is currently maker/STEAM/crafting/coding/exploration time. I would love to include the free inquiry model with driving questions, but as of now it is play-based.  Students are engaged, on task and communicating in French spontaneously, but the stuff they are working on is not necessarily connected to a curriculum expectation. It has taken a while, but I have come to accept that it is ok.

At the beginning of every session, we gather as a class and each student decides on what they would like to explore with “Je peux…” statements or “Comment” questions. They can work alone, in pairs or in groups. The goals of our Passion Projects are to 1) Learn Something New, 2) Speak in French and 3) Have Fun. Students are committed to creating/making/experimenting their chosen project for that time period.  They are expected to be speaking in French the entire time as they create and collaborate with their peers and they are expected to write about what they learned the next morning in their Passion Project Scrapbooks. Students have created class stores, learned how to code, built homes for their toys, written storybooks, controlled robots, created songs and vlogs and use the green screen - all in French. Keeping consistent evidence of student  learning, however has been difficult, but engagement is at a maximum. I still would like to tweak this further. I would also like to incorporate the Four Pillars of Inquiry using Trevor McKenzie’s outline. 

Our Library Technician has recently started a Maker Space time in the Library each week, which is an overlap or repeat of what we have already been doing in our class - except the level of French is reduced. If this opportunity continues in the library for my future students, I will need to re-evaluate how this time is spent in my classroom, in an effort to not double-up.

Connection Passion Projects into my Literacy Block

Because the actual Passion Project time itself is "not related" to anything, I felt needed to connect it back into my literacy block. Students maintain their own Passion Project Scrapbooks where they record information, gather ideas and recount what they have worked on. We did heart maps and hopes and dreams lists in our Writer’s notebooks at the beginning of the year, and revisited them again mid-year to help guide our Passion Projects. They listed things they like, can do, want. They also generated questions about food, nature, animals and technology, as well as listing possible project ideas. They keep these lists in their Passion Project Scrapbooks in case they run out of ideas. 

       Students have the opportunity to share with others in the form of a formal presentation, in conversation opportunities and internally and globally through our kid-friendly class app “Seesaw”. We have also made displays in and out of the class and invited others in to see.  

The following outlines the choices my students have during self-selected literacy centres- with Passion Project options woven in. While they do one of the following, I meet with small Guided Reading groups. I have separate times for Conversation/Interaction practice, Writing Workshop and Independent Reading. Word work is woven throughout. Students may not “make” during this time.

Some free resources for you:

• Passion Project lists, questions, ideas
• Passion Project Literacy Brainstorming
• QR codes to French shows to use for Listening

My next steps

• Effectively find away to assess my students throughout the inquiry processes

• Add student goal setting and reflections to Passion Projects

• Transform Passion Projects into Free Inquiry

• Focus more on empathy when creating driving questions and design tasks

• Reach out to the community for my students to find “local experts” - perhaps some skyping?

• Don’t get bogged down with coverage or content (EQAO!!!). Slow down my teaching to allow students to their deepen understanding and allow more time for rich and meaningful reflection.

• Reflect on my teaching practices (And revise as necessary)!

Inquiry-Based Learning in French Immersion: Part 4

For the 2017-2018 school year, our school was awarded a grant for The Teacher Learning and Leadership Program (TLLP).

TLLP Goal #3

Find and put into action French resources suitable for FI students to use during the inquiry-based learning process.

The following items are French resources I use. 

• I became a DELF “correctrice” this past summer through the Centre International d'Études Pédagogiques (CIEP) which allows me to administer and score DELF tests for our board. I use my knowledge of the A1 qualifiers to drive my classroom listening and speaking instruction - with a focus on asking questions.

• I ordered a variety of non-fiction texts for my classroom with our TLLP grant to engage and pull new questions out for and by my students. They primarily connect to grade 2-3 Science and Social Studies expectations

• Local High School classes created some high-interest fact sheets for our students for reading and listening - related to   lists of interests our students provided to them. 

• I created my own fact sheets for students to use during Controlled Inquiry projects in order to ensure they could  read the facts and to avoid “translating stuff on the Internet”

• I was part of a team who has been creating a new Writing Tool for French Immersion teachers that  connects the CEFR qualifiers to the Achievement Chart of the Ontario Curriculum. This tool will help assess a variety of different writing tasks suitable for inquiry-based learning. The members of our TLLP project have been piloting this assessment tool

• I continue to use GB+ Trousse for Reading assessments and co-created success criteria for speaking and listening assessments. This continuum guide has been very useful to me. I use evidence of Conversation, Observations and Products to assess and evaluate my students.

TLLP Goal #4

Share what we learn with French immersion teachers within our school and school board who would be interested in learning how inquiry-based learning and technology can be implemented in their classrooms.

As a whole, the TLLP project has been a very rewarding experience. I was given a lot of time to reflect on my current practices and to try new things. We were able to regularly collaborate with our French Immersion colleagues and had a generous grant to purchase things for our classrooms. 

If you have any additional questions, please visit our TLLP blog: http://bit.ly/inquiryfi You can also email me Lindsay_Wright@bgcdsb.org

Inquiry-Based Learning in French Immersion: Part 3

For the 2017-2018 school year, our school was awarded a grant for The Teacher Learning and Leadership Program (TLLP).

TLLP Goal #2

To develop knowledge on how to best integrate technology appropriately and effectively with inquiry-based learning

This TLLP goal has been the most challenging for me. For anyone who knows me at all, I love technology and I am quite savvy with it. Our classroom is equipped with Chromebooks, ipads, ipods, a SMARTboard and a collection of different robots and coding devices. We use the SeeSaw app to share our work online and listen we to music and watch French videos. We listen to audiobooks and collaborate with Google Docs with our own classmates and beyond. We play math games and learn to code, we produce music and make stop-motion videos and iMovies. 

In theory, I would love to fully integrate technology into my classroom - especially to support the inquiry-process, and general innovative practices, however, the past couple of years a trend has been emerging in my primary classroom that worries me and I have in fact, been trying to simplify things and actually embrace less technology. Many of my students in my classroom are exposed to excessive screen time outside of school, and I feel that too much technology at school is making it worse. New behaviours have emerged around technology and self-regulation is becoming more and more difficult to manage for some children. 

Technology does not equal inquiry. Nor does it equal innovation. It is a tool that can be used to support this, but not to replace sound instructional practices. Instead of purchasing too many more technology items, I bought more lego sets and building blocks and rainbow looms and button makers. I used money for flexible seating options, and consumables (duck tape, glue guns, fancy paper and paint). And books. Lots of books to engage and generate questions. 

I will still continue to use technology as I have been, but only as a tool. My goal is to reach students on a more human level. To talk, to interact, to question, to problem-solve together, to debate, to present. This is the very essence of a Second-Language classroom.

Inquiry-based learning in French Immersion: Part 2

For the 2017-2018 school year, our school was awarded a grant for The Teacher Learning and Leadership Program (TLLP).

TLLP Goal #1

To gain a solid understanding of the inquiry-based learning process and ensure that French Immersion curriculum expectations are being met in speaking, listening, reading and writing.

    A few years ago, I wanted to implement Genius Hour in my room but things kept falling flat. I found it difficult for students to research because they lacked the research skills, there were very few books and websites in French, and my student’s reading levels did not match the ones that did exist. Kids were having fun through play, but I felt something was lacking. Late primary students are a unique group, who are able to work independently and are easily engaged, but still require constant (and very direct!) teacher guidance to keep them on track. I realized that I was throwing them into the “deep end” without the scaffolding they needed to succeed.

    For honing in on a more precise inquiry model in my room, I have been using the inquiry cycle model as laid out in Trevor McKenzie’s “Inquiry Mindset”. This a process where students are involved in their learning, create essential questions, investigate widely and then build new understandings to answer their question, to develop a solution, or to support a point of view. The new learning is usually presented to others publicly and may result in action. - Alberta Focus on Inquiry, 2004.

    Reading Inquiry Mindset gave me a clearer definition of what “inquiry” actually is. I also discovered that I was already doing plenty of inquiry without actually calling it inquiry. Here some examples of the inquiries my class did this year based on the “new” titles:

STRUCTURED INQUIRY: Les Olympiques: a Social Studies + Current Events Inquiry - 

• I chose the topic (Olympics)
• I used a "hook" video
• Students generated related questions (whole class)
• Each day we answered a new question. I did the research on the SMARTboard using a kid-friendly Olympic webpage (Chrome extension to translate the pages into French)
• I answered the questions and modelled how to pull out information
• We did Interactive Writing to answer the questions
• We looked for photos, did medal counts, watched live feed, researched continent locations, larned about Team Canada ("Je me présente" cards), played gym-adapted Olympic sports, made a display.

      This Structured Inquiry went over well with the kids. They were hooked from the mascot video. They easily generated questions that were important to them (and ones that I anticipated!). It was great walking students through a research method (reading a French website for important information) using appropriate fluency and for keeping students engaged and on task. It generated great discussion and perfect short texts for Interactive Writing pieces. Students were inspired to learn more outside of the classroom at home and reported back new findings for our class display. Next steps: I did not assess students with a culminating task, only observations and conversations throughout. Next time I might add a task for students to “show what they know” independently.

CONTROLLED INQUIRY: La Croissance des plantes: A Science Inquiry

• I chose the topic (plants)
• Students generated related questions
• In pairs, students chose one of the related questions to research further
• I created research "info sheets" and posted them around the classroom
• Partners walked around room and "researched" their question from from the posted information
• I decided how they would present their findings (a poster presented orally to the class). We put the posters up in the hall for others
• Students self- and peer-assessed

After many hands-on science experiments with plants and soil, this Plant Controlled inquiry went well, students were able to complete the project quickly and successfully. They also researched by themselves and created a representation of their learning. Next time, I will add a QR code with an audio link that will help make the text accessible to all students.

GUIDED INQUIRY: With my basic training from Future Design School, we asked some “How Might We?” questions. Inquiries ranged from basic to more complex design-thinking tasks. These are like a Guided Inquiry. This process has students learning to empathize, define, ideate, prototype and test designs. Some questions worked on include: How might we design a stable structures that uphold a force? How might we learn from early Canadians to improve our own community today? How might we teach younger students how to add big numbers in their head? How might we celebrate our school secretary? How might we convince Mr. Walsh to let us have a party? How might we design a product that honours St. Joseph? How might we teach others about Residential Schools?

FREE INQUIRY: We are not quite there yet (See my notes on Genius Hour here).

Although these are new terms introduced to me this year, they all very closely relate to other things our board has been implementing in other avenues for many years. 

• Open-Ended Questions in Math: Open-Ended Questions are a very important part of my numeracy block derived from key learning in my years of Math CILMs & PLNs. Although carefully worded and somewhat directed, Open-ended questions, generally don't have a single right answer. Instead, they're meant to encourage students to start a discussion or think creatively. They allow them to think more deeply and critically about their response and to use extended vocabulary to express their ideas. Deeper thinking can be scaffolded by inviting children to “show” what they mean and “tell you more” about what they are doing.

• Action-Oriented Tasks in FSL: Although this approach does not primarily revolve around questioning, by embracing an action-oriented approach, I draw upon student interests and make connections to the curriculum to develop purposeful tasks. I often use open-ended questions to guide these meaningful authentic situations and encourage students to develop questioning strategies as they participate as social actors.

I really like the set-up of a defined inquiry circle. Even if I am usually the one developing the driving question, students still have the opportunity to ask many of their own questions to drive the inquiries.

Empowering French Immersion Students through Inquiry-based learning

       In my classroom I try to allow for my student’s questions, wonderings, ideas, observations and thinking are at the centre of the learning, without losing sight of curriculum expectations. Over the years, I have dabbled with Genius Hour and STEAM challenges (as referenced in my blog posts here and here), and have always used flexible seating (another post here). Students have choice in how they work, where they work, who they work with (sometimes) and how they present their work. Trying to engage the stage and differentiating personalizing student tasks are not new practices for me in my classroom and I have always been open to try to learning, implement new ideas and keeping the creativity of students alive throughout the day. 

For the 2017-2018 school year, our school was awarded a grant for The Teacher Learning and Leadership Program (TLLP) - an annual project-based professional learning opportunity for experienced classroom teachers in Ontario. Our school team of French Immersion Teachers, ECE and coach, under the direction of classroom teacher Philippa Miller, is investigating the Inquiry-based learning process with our Primary, Junior and Intermediate French Immersion students. The following if a summary of our TLLP goals, and where I fit into the project as a late Primary (Grade 2 and 3) French Immersion Teacher.


TLLP Goal #1:   Click here
To gain a solid understanding of the inquiry-based learning process and ensure that French Immersion curriculum expectations are being met in speaking, listening, reading and writing.

**Updated informations on my Genius Hour/Passion Project time **

TLLP Goal #2: Click here
To develop knowledge on how to best integrate technology appropriately and effectively with inquiry-based learning 

TLLP Goals #3: Click here
To find and put into action French resources suitable for FI students to use during the inquiry-based learning process. 

Flexible Seating in Late Primary

This year I decided to go without assigned seating. No individual desks for each student.

For years I've made cute name tags, arranged my desks in groups and rotated the seating arrangement the first of each month. Throughout the day, students were free to work wherever they wanted on reading or writing or math or anything really. I had a "where can I sit?" rotation board with many flexible seating options, but they always had a home "base" of a desk to keep their materials and for lunch and art.

Why the change?
Too many papers. Moldy food. Extra toys and papers and forgotten work. Entire collections of Shopkins and mini pencils kept in the desks. I had had enough. The room always seemed really crowded.

I still couldn't wrap my mind around how the first day of school would go though. Or how lunch would happen or painting in art. I actually wasn't planning on going "deskless" until the week before school when I was physically setting up my room. There was just so much more space.

In my grade 2/3 class, we still have 20 desks, but we are using them as tables for other things. We have seating around one big group of desks (for maybe 10 kids?) if they want. We have 3 large carpet spaces, lots of pillows and stools, big stuffies, 2 rocking chairs, some mini carpets, crates and lower shelves. We have rolling chairs and regular classroom chairs. We have way more seating options than students.

So.... how does it work?
Anytime I have a mini-lesson to teach or a class meeting or activity, we sit together as a class on the carpet. No pillows or chairs or toys in our hands. Carpet time is strictly carpet time. Listening to instructions, or a mini lesson, or participating in our morning meeting or Meditating. If we are using the SMARTboard, students will pull up a desk chair for better viewing. Once students are free to "get working" in pairs or groups or independently, they can sit were they work best. If they aren't working smartly (or speaking too much English),  I have the right to move them to a place where they will work better.

Each student had a couple of hooks and a basket assigned in the hallway, a cubby space for their lunch in the classroom and a book bin to keep their pencil cases, independent reading books and writer's notebooks. I keep their math books and religion and science scrapbooks on another shelf. They also have mailboxes. Shared pencils, markers, rulers, glue sticks, scissors, white boards, paper, technology etc, are found in various locations around the classroom.

Any challenges?
- The rolling chairs. Ugh. Still a constant reminder not to use them as cars. (this isn't a new challenge. I've had rolling computer chairs forever.) Time will help.

- I would really love to have a space to leave kids notes of encouragement. I used to write notes directly on their desks with white board markers and they had reading/writing goals taped to surface. I still need to think of a creative way to continue to do both of these things.

- I would like to do a bit more research to see if writing on the floor is ideal for fine motor skills (some have pretty poor penmanship). Je ne sais pas.

- We've done painting in small groups (4-5 kids) along the side shelf. That seems to work, but I am still apprehensive of the space to do whole-class painting all at once.

- Eating lunch isn't really ideal without desks for everyone. I don't like the mess they leave all over the room (crumbs, wrappers etc) when I am not in the room during eating times - regardless of how much we practice. They also wander a lot more. I am thinking I might get them to sit in a circle on the carpet only. I haven't decided. I need to think of a better system.

**- Some kids are still asking "when do I get my own desk?". Some really miss and value their personal space. Some also just brought a whole bunch of unnecessary (and unasked for) binders and stationary and have no where to put it all. (Bring it home kiddies!). Regular desks + chairs are (interestingly) one of the more popular spots to sit.

Do you have a standard desk for each of your students? Are you deskless?
What are your biggest successes and biggest challenges?
Do you have any tips for lunch?

Sketchnoting the Innovator's Mindset: Chapter 2

I am sketchnoting my way through George Couros's The Innovator's Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity using the Paper app and Musemee Notier Prime stylus.

Chapter Two had a good refresher on Growth Mindset - a school-wide goal we adopted a couple of years ago. We did quite a bit of reading from Carol Dweck (and others) about the elasticity of our brains and the ability to develop our intelligence, talents and abilities with hard work and practice. We did a lot of teaching around Growth vs. Fixed mindset with our staff, students and parents - including strategies on how avoid having a fixed mindset. Here are some examples of anchor charts I made with my kiddos in previous years.

I appreciate how George has added the element of innovation to the idea of Growth Mindset. It isn't enough to just learn - but let's take our intelligence, abilities and talents further by creating something new and better. 

I like the idea of the Innovator's Mindset. I also know, that we have a lot of work to do with our students around Growth Mindset. There are still many students (and teachers, and parents) who are not convinced that they are able to develop their skills, intelligence, abilities and talents any further. As well as those who already "know it all" and think they are the smartest in the class. 

Do you think that we need to develop a Growth Mindset before we can develop an Innovator's Mindset? Or do they work hand in hand? Is innovation the reason we want to develop our abilities, intelligence and talents?

One of the key ideas from this chapter that stuck with me was the importance of failure. Failure is important for the process, but failure cannot be the final outcome. High Expectations are still important. It is crucial to come back from failure with resiliency and grit: two traits that are difficult for many young people who haven't had to wonder, investigate or create - as everything has been done for them. Although failure is important, it cannot be accepted as the final outcome. This will cause tears of frustration, anger and disappointment (by students and teachers). It will cause parent phone calls with many concerns and questions. This will cause excitement and creativity and innovation.

I will continue to teach my students about brain elasticity and Growth Mindset. I will to add the element of an Innovator's Mindset - and build in lessons about resiliency, perseverance and grit. We will create new and better ideas.

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Did you miss my sketch note for Chapter 1? Check it out here.

Innovation is not about the stuff. It is a way of thinking. #innovatorsmindset